What are the responsibilities and job description for the Teacher SPED Itinerant, Targeted Behavior Support position at North East Independent School District?
RESUME MUST BE SUBMITTED WITH APPLICATION
FEDERALLY FUNDED POSITION
STAFFING OF THIS POSITION CONTINGENT UPON THE AVAILABILITY OF FEDERAL FUNDS
Location: Richard A Middleton Education Center
Work Schedule: 10 Months
Work Type: Regular Full-Time
Exempt: Yes
STIPEND
$1500 2024-2025 School Year
REASONS TO JOIN NEISD
TEACHER/LIBRARIAN COMPENSATION :
Salaries for new classroom teachers and librarians are based on the salary ranges below (10-month work schedule)
Min
5 years
10 Years
15 years
20 Years
Max
$57,000
$58,350
$60,200
$61,950
$64,350
$66,400
In accordance with House Bill 3, the ranges above include additional compensation for classroom teachers with more than five (5) years of experience.
All salary ranges are adopted annually by the Board of Trustees. The District ensures salary placement for new hires will be based on verified years of experience according to the Commissioner's Rules on Creditable Years of Service . These ranges should not be used to project salary amounts for subsequent years.
In addition, teachers and librarians may qualify for the following stipends:
Advanced Degree Stipends
Performance and Other Supplemental Stipends
Bilingual & ESL Stipends
**IMPORTANT INFORMATION REGARDING CALCULATION OF PAY: The annual pay for this position is pro-rated based on the effective date of the assignment**
EDUCATION :
Bachelors Degree
CERTIFICATION :
Bachelors Degree
CERTIFICATION :
Valid Texas Teaching Certificate by the State Board for Educator Certification
Valid Special Education Certificate by the State Board for Educator Certification Generalist EC-6/EC-4 Certification
High School Diplomas and college/university degrees must be obtained from an accredited program or university approved by the United States Department of Education and the Texas Education Agency.
PRIMARY PURPOSE SUMMARY :
Provide intensive and individualized behavioral interventions and learning activities for students receiving special education services while temporarily assigned to Targeted Behavior Support (TBS) staff in a self-contained setting on the home campus in order to reduce the occurrence of severe behavior problems and facilitate the student’s reintegration with the student’s previous assigned daily schedule. Develop or modify curricula and prepare lessons and other instructional materials to meet student’s specific needs.
IDEA-B FORMULA FEDERAL FUNDED POSITION
The purpose of IDEA-B is to provide special education and related services to children with disabilities ages 3-21. The regulations implementing IDEA-B define the purpose of the act as a means to do the following:
Provide intensive and individualized behavioral interventions and learning activities for students receiving special education services while temporarily assigned to Targeted Behavior Support (TBS) staff in a self-contained setting on the home campus in order to reduce the occurrence of severe behavior problems and facilitate the student’s reintegration with the student’s previous assigned daily schedule. Develop or modify curricula and prepare lessons and other instructional materials to meet student’s specific needs.
IDEA-B FORMULA FEDERAL FUNDED POSITION
The purpose of IDEA-B is to provide special education and related services to children with disabilities ages 3-21. The regulations implementing IDEA-B define the purpose of the act as a means to do the following:
- Ensure that all students with disabilities have available a free, appropriate public education (FAPE) that includes special education and related services to meet their unique needs
- Ensure that the rights of students with disabilities and of their parents are protected
- Assist states and localities in providing for the education of all students with disabilities
- Assess and ensure the effectiveness of efforts to educate those students
ESSENTIAL REQUIREMENTS AND RESPONSIBILITIES:
1. Collaborates with students, parents, and other members of staff to develop the Individualized Education Program (IEP) through the Admission, Review, and Dismissal (ARD) Committee process for each student assigned.
2. Implements intensive, individualized, behavioral interventions and pro-social skill development for assigned students.
3. Plans and uses instructional and learning strategies, activities, materials, and equipment as described with the student’s IEP.
4. Works cooperatively with behavior support services and student’s home campus teachers to modify regular curricula as needed to facilitate educational progress and reintegration within the student's previous daily schedule.
5. Participates in ARD Committee meetings on a regular basis.
6. Employs a variety of instructional techniques and media to meet the needs and capabilities of each student assigned.
7. Plans and supervises assignment for teacher aide(s) and volunteer(s).
8. Maintains proficiency in, and routinely utilizes, technology as part of monitoring student’s educational progress.
9. Conducts on-going assessment of student achievement and pro-social skill acquisition through formal and informal testing and data collection.
10. Provides or supervises the provision of intensive behavioral interventions and pro-social skill instruction as stated in the IEP.
11. Maintains a classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students temporarily assigned to the self-contained setting.
12. Manages student behavior and administers student specific behavioral supports and interventions as identified in the IEP, to include intervening in crises and physically restraining students as necessary.
13. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
14. Collaborates with district and private resources regarding education, social, medical, and personal needs of students temporarily assigned to the TBS staff care.
15. Establishes and maintains open lines of communication by conducting conferences with parents, students, principals, and teachers.
16. Maintains a professional relationship with colleagues, students, parents, and community members.
17. Uses effective communication skills to present information accurately and clearly.
18. Participates in staff development activities to improve job related skills.
19. Keeps informed of and complies with federal, state, district, and school regulations and policies for special education teachers.
20. Compiles, maintains, and files all reports, records, and other documents required.
21. Maintain confidentiality of information.
22. Reports to work on time every day.
23. Performs additional duties and accepts other responsibilities as related to providing support to students with IEP’s.
QUALIFICATION REQUIREMENTS:
• Knowledge of special needs of students in assigned area
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is regularly required to talk or hear. The employee is frequently required to stand; walk; use hands to finger, handle, or feel and reach with hands and arms. The employee is occasionally required to sit and stoop, kneel, crouch, or crawl. The employee must frequently lift and/or move up to 50 pounds. The employee may be required to assist in lifting and positioning students with physical disabilities; control behavior through physical restraint; and assist non-ambulatory students.
WORK ENVIRONMENT:
The environmental characteristics described here are representative of those an employee encounters while performing the essential functions of this job. While performing the duties of this job, the employee is occasionally exposed to wet and/or humid conditions; outside weather conditions and risk of electrical shock. Exposure to biological hazards. The noise level in the work environment is usually moderate.
1. Collaborates with students, parents, and other members of staff to develop the Individualized Education Program (IEP) through the Admission, Review, and Dismissal (ARD) Committee process for each student assigned.
2. Implements intensive, individualized, behavioral interventions and pro-social skill development for assigned students.
3. Plans and uses instructional and learning strategies, activities, materials, and equipment as described with the student’s IEP.
4. Works cooperatively with behavior support services and student’s home campus teachers to modify regular curricula as needed to facilitate educational progress and reintegration within the student's previous daily schedule.
5. Participates in ARD Committee meetings on a regular basis.
6. Employs a variety of instructional techniques and media to meet the needs and capabilities of each student assigned.
7. Plans and supervises assignment for teacher aide(s) and volunteer(s).
8. Maintains proficiency in, and routinely utilizes, technology as part of monitoring student’s educational progress.
9. Conducts on-going assessment of student achievement and pro-social skill acquisition through formal and informal testing and data collection.
10. Provides or supervises the provision of intensive behavioral interventions and pro-social skill instruction as stated in the IEP.
11. Maintains a classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students temporarily assigned to the self-contained setting.
12. Manages student behavior and administers student specific behavioral supports and interventions as identified in the IEP, to include intervening in crises and physically restraining students as necessary.
13. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
14. Collaborates with district and private resources regarding education, social, medical, and personal needs of students temporarily assigned to the TBS staff care.
15. Establishes and maintains open lines of communication by conducting conferences with parents, students, principals, and teachers.
16. Maintains a professional relationship with colleagues, students, parents, and community members.
17. Uses effective communication skills to present information accurately and clearly.
18. Participates in staff development activities to improve job related skills.
19. Keeps informed of and complies with federal, state, district, and school regulations and policies for special education teachers.
20. Compiles, maintains, and files all reports, records, and other documents required.
21. Maintain confidentiality of information.
22. Reports to work on time every day.
23. Performs additional duties and accepts other responsibilities as related to providing support to students with IEP’s.
QUALIFICATION REQUIREMENTS:
• Knowledge of special needs of students in assigned area
- Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting process and implementation
- General knowledge of curriculum and instruction
- Ability to read, analyze, and interpret the most complex documents
- Ability to respond effectively to the most sensitive inquiries or complaints
- Ability to write speeches and articles using original or innovative techniques or style
- Ability to make effective and persuasive speeches and presentations on controversial or complex topics to top management, public groups, and/or boards of directors
- Ability to apply mathematical operations to such tasks as frequency distribution, determination of test reliability and validity, analysis of variance, correlation techniques, sampling theory, and factor analysis
- Ability to apply principles of logical or scientific thinking to a wide range of intellectual and practical problems
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is regularly required to talk or hear. The employee is frequently required to stand; walk; use hands to finger, handle, or feel and reach with hands and arms. The employee is occasionally required to sit and stoop, kneel, crouch, or crawl. The employee must frequently lift and/or move up to 50 pounds. The employee may be required to assist in lifting and positioning students with physical disabilities; control behavior through physical restraint; and assist non-ambulatory students.
WORK ENVIRONMENT:
The environmental characteristics described here are representative of those an employee encounters while performing the essential functions of this job. While performing the duties of this job, the employee is occasionally exposed to wet and/or humid conditions; outside weather conditions and risk of electrical shock. Exposure to biological hazards. The noise level in the work environment is usually moderate.
Application to a specific job opening does not guarantee an individual will maintain this assignment permanently upon employment. All employees are subject to reassignment based on their qualifications and the needs of the District.
___________________________________________________________________________________________________________
While all applications will be reviewed, not all applicants will be interviewed.
North East Independent School District does not to discriminate on the basis of age, race, religion, color, national origin, sex, marital or veteran status, disability (or relationship or association with an individual with a disability), genetic information or other legally protected status in its programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended.
Salary : $57,000 - $66,400
